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Influenced by their native language, Japanese learners Secondly, in the analysis of error types, the paper did
tend to consciously reduce unnecessary sentence not initially categorize the data based on dislocation
components, simplifying complex sentences sentence types and then proceed with error
according to Japanese habits. In situations where they classification within each dislocation type. Instead, the
are unable to construct correct dislocation sentences, paper directly classified errors across all dislocation
learners might resort to strategies like breaking down sentences, resulting in less clarity in organization.
sentences into simpler phrases, such as in "任务气 It is hoped that future studies will accumulate more
我." While these strategies may aid communication, knowledge on second language acquisition theories
relying on them consistently can negatively impact and Chinese grammar. Additionally, gathering more
the learner's overall proficiency. Teachers should current and authentic language data from Japanese
recognize and encourage students to express international students on campus will enhance the
themselves more extensively, correct misconceptions research by addressing the aforementioned limitations.
promptly, and instill positive learning and
communication strategies.

4. Insufficient Teacher Explanation
Due to gaps in their own knowledge or inadequate
teaching techniques, teachers may struggle to explain
the basic structure of dislocation sentences to students
effectively. When faced with student queries, teachers
might offer insufficient explanations or resort to
statements like "this is a Chinese speaking habit."
These issues can hamper the effectiveness of
teaching. Teachers in Chinese as a Foreign Language
(CFL) need not only in-depth knowledge but also
comprehensive teaching skills. Therefore, teachers References
should recognize the importance of precise and clear [1]王力.中国现代语法.北京:商务印书馆,1943.
language, providing concise explanations for [2]吕叔湘.语法学习.上海:复旦大学出版社,2006.
grammar points like dislocation sentences. Through [3]宋玉柱.现代汉语语法十讲.天津:南开大学出版
in-class exercises, teachers can assess students' grasp 社,1986.
of the content and evaluate the effectiveness of their [4]张斌,陈昌来.现代汉语句子.上海:华东师范大学出版
teaching methodologies. 社,2000.
[5]黄伯荣,廖序东.现代汉语（增订六版）下册.北京:高
IV. Conclusion 等教育出版社,2017.
Based on the analysis of data selected from the "HSK [6]范晓.汉语的句子类型.上海:书海出版社,1998.
Dynamic Essay Corpus" and the "Global Chinese [7]鲁健骥.中介语理论与外国人学习汉语的语音偏误分
Learner Interlanguage Corpus," this paper provides a 析.语言教学与研究,1984(3).
detailed classification of dislocation sentence errors [8]李大忠.外国人学汉语语法偏误分析.北京:北京语言文
among Japanese learners. Utilizing second language 化大学出版社,1996.
acquisition theories, the paper explores the reasons [9]周文华.基于语料库的外国学生兼语句习得研究.语言
behind these errors and offers suggestions for 教学与研究,2009(3).
teaching dislocation sentences. However, the paper [10]狄昌运.怎样说得对？日本人汉语学习中常见语法错
has its limitations: 误辨析.北京:北京语言学院出版社,1996.
Firstly, due to the pandemic, the author was unable to [11]郭燕妮.基于BCC语料库的留学生兼语句习得研究.长
collect authentic language data from Japanese 江丛刊.2019(30).
international students on campus. Instead, corpus data [12]崔竹青.基于语料库的韩日国别化兼语句偏误分析.四
was utilized. However, the data from the chosen 川外国语大学.2020(05).
corpora are relatively old, and the language
proficiency levels of the learners are not fully
specified, making it challenging to conduct individual
learner difference analyses.

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